Project-based Group Research Articles

Online project-based learning in small groups: innovative approaches to leadership development for social work students

ABSTRACT Developing leadership skills among social work students is essential to prepare them to become effective agents of social change. However, there are ongoing concerns within social work education about how current curricula need to provide more opportunities for students to develop hands-on leadership skills. Utilizing an experiential learning theoretical framework, this study explores the leadership roles of 39 self-selected BSW and MSW student leaders through a project-based group work initiative in the online environment. The thematic analysis revealed two overarching themes of students’ perceived learning outcomes: obtained and enhanced leadership skills. The findings also showed increased confidence in promoting social work values in one’s community. This study underscores the significance of project-based group work experiences in developing leadership skills in the online environment. Implications for curricula include incorporating experiential learning opportunities through group work and practice.

Project-based group work for enhancing students learning in project management education: an action research

PurposeUsing an action research framework, the study engages in iterative cycles of implementing, assessing and refining the project-based learning (PBL) model to align closely with the skill demands of the project management field. The specific objectives are to (1) apply and evaluate the design of PBL to identify areas for improvement, (2) assess PBL’s effectiveness in fostering key competencies such as teamwork, critical thinking, adaptability and real-time decision-making, (3) identify challenges encountered in PBL implementation to guide continuous refinement and (4) develop actionable recommendations that inform future course iterations.Design/methodology/approachThis paper used action research approach to understand the design and implementation of PBL to improve student learning outcomes. Data was collected from 137 students enrolled in a postgraduate course of a project management program at a university in Australia during semester two of 2022 through an online questionnaire.FindingsData from 137 students confirm established benefits of PBL—improved teamwork, critical thinking and communication skills—essential to project management. Additionally, our findings highlight new benefits specific to project management education. Engaging with real-world scenarios, students developed enhanced adaptability, learning to navigate uncertainties and shifting project requirements, a key competency for project management professionals. Moreover, students showed improved real-time decision-making abilities, allowing them to make quick, informed decisions in response to dynamic project constraints. These findings suggest that PBL not only supports foundational skills but also cultivates advanced competencies aligned with the demands of professional project environments.Research limitations/implicationsThis study provides an actionable framework for future research, detailing an iterative, data-informed approach that adapts PBL to meet specific educational needs in project management.Practical implicationsEducators can use these findings to design experiential PBL models that integrate real-world constraints, enhancing the development of industry-relevant skills and preparing students for the challenges of professional project management environments.Originality/valueWe declare that the manuscript titled “Project-based Group Work for Enhancing Students Learning in Project Management Education: An Action Research” is our original work and has not been submitted or published elsewhere. This study explores the benefits and implementation of PBL in project management education, offering new insights from empirical data collected at an Australian university. All sources are appropriately cited. We affirm compliance with ethical guidelines and institutional policies. This manuscript represents our genuine and original research.

Improving the quality of learning through strengthening the lesson study community based on "Competition exploration"

Key Performance Indicators no. 7 provide direction for the application of problem-solving learning methods, and recommend implementing project-based group learning (team-based projects). Implementation of collaborative learning activities can be carried out through the Lesson Study for Learning Community method. Collaboratively, all existing LS teams carry out planning, observation, and reflection. This activity was aimed to analyze the improvement of the quality of collaborative learning in lesson study communities in Muhammadiyah schools throughout Central Java based on "Competition Exploration". Implementation of activities in the field begins with Lesson Study workshops, learning models, writing scientific articles and IPR. In order to strengthen the article writing skills for teachers of the Lesson Study Team at Muhammadiyah schools throughout Central Java, this community service activity was followed up with a safari in 6 residencies in Central Java. The activity emphasizes assisting in writing scientific articles and submitting IPRs. From this assistance, 40 scientific articles and 40 HKI proposals, 40 lesson designs, and learning videos were produced. The community service team has produced 1 scientific article in the field of service, and 18 news articles in the mass media. Thus, this activity was successfully implemented and there was an increase in the quality of collaborative learning in the lesson study community.

A Study of Project-Based Group Work in English for Specific Purpose Courses

The study is to apply project-based group work for the goal of discipline/language learning in ESP classes. The results indicate project-based group work is welcomed by students, as they can obtain a chance to participate in a real situation of ESP lesson, which can improve learners’ language proficiency significantly. The study also proves there are strong correlations among project-based group work and project presentation, as a result, also improve learners' competences in discipline knowledge. Group product presentation is proved to be an effective assessment, which enhance learners' cooperation consciousness with accumulating some experience for their future career.

Outpatient holistic neuropsychological rehabilitation in moderate-severe traumatic brain injury: A pilot study

The present study examined the preliminary efficacy and feasibility of a novel, brief, comprehensive neuropsychological rehabilitation intervention for adults with moderate-severe traumatic brain injury (TBI) in the chronic phase. Eight participants with TBI attended a 10-week outpatient programme combining weekly psychoeducation and project-based group interventions with individual neuropsychological rehabilitation. Following the pilot, participants showed clinically significant improvements in goal attainment, were rated by family members as improved in their psychosocial functioning and behavioural competency and reported better quality of life and overall health. Improvements were maintained at three-month follow-up, with the exception of overall health. Retention and attendance rates were high (100 per cent and 90 per cent respectively), as was satisfaction with the programme. The results suggest that brief interventions that combine context-sensitive experiential learning with psychoeducation and goal-focused strategy training are feasible and offer potential to improve functional goal attainment and QoL. Further larger, controlled studies are warranted.

Translating green economy concepts into practice: ideas pitches as learning tools for sustainability education

ABSTRACT The urgency of the current climate crisis emphasizes the need for university graduates equipped with relevant knowledge and skills to tackle environmental and social problems such as material consumption, environmental degradation and inequality at all spatial scales. Geographic and spatially sensitive concepts and approaches to sustainability and greening are particularly relevant as best practices and success models are not easily transferable across different contexts. But how can students learn the necessary skills to connect theory with practice? Based on a third-year geography module at a British university that teaches green economy concepts, this paper presents insights from a problem- and project-based group learning exercise designed to help students translate conceptual approaches into practice highlighting the strength of geographic thinking. As part of the exercise, students work in groups to develop a green project that they present in a green dragons’ den-style ideas pitch to an expert panel for evaluation. Students are tasked to develop innovative, feasible and applicable proposals that address specific sustainability challenges. Findings from five consecutive years of teaching illustrate the value of project- and problem-based learning to students through the diversity of practical applications, the need for critical thinking and context-dependent assessments and enhanced transferable skills.

Creating new digital tools through co-creation activities with students

Do we as librarians really know what students at our universities need to develop their information literacy? Yes, to some extent, but not necessarily completely. In Spring 2018, two librarians at Aalborg University Library have joined forces with two student project groups to explore the students’ views on what they need and how that corresponds with our knowledge and professional experience of what it takes to become information literate. We also focus on how best to accommodate these different needs in terms of digital tools.
 Teaching activities at Aalborg University are based on problem-based learning (PBL). The students work in groups with projects focusing on real problems, and they are responsible for their own learning. Thus, in our partnership with the two project groups, the students are the driving force in the development, and we are collaborators in their process. One group is exploring the idea of developing a knowledge-sharing tool for use in project-based group work. The other group focuses on developing a tool that can support the process of information searching.
 In our presentation, we will focus on the students’ ideas on how to create relevant tools for students, the actual tools, and our experience with engaging in co-creation-processes with students. Our co-creation processes are defined as an equal partnership with the students. However, although we have defined the scope of our partnership, we do not provide the solution. Our co-creation processes and their outcome are characterized by being deliberately unpredictable in order to further innovative ideas and creative thinking.

Language Choice Among Peers in Project-Based Learning: A Hong Kong Case Study of English Language Learners’ Plurilingual Practices in Out-of-Class Computer-Mediated Communication

Recently there has been considerable interest in the role of first language use in second/foreign language learning, especially where students share a common first language. However, most research has focused on in-class interaction between teachers and learners. Much less attention has been given to students’ out-of-class practices, for example, in collaborative project-based learning. To fill this gap, the article tracks the out-of-class activities of 16 students (four project groups) involved in project work on a course in English for science students at an English-medium university in Hong Kong. An analysis of students’ computer-mediated interactions (Facebook, WhatsApp and email) shows that these interactions are plurilingual, with students drawing on English, Chinese and mixed code to different extents as they go about their project work. Different languages are used strategically: whereas L2 is used more in the construction of the final project product, L1 is used more to promote group cohesion. The findings suggest that, in plurilingual contexts like Hong Kong, it is necessary to develop an English language pedagogy that acknowledges the need for the constructive but judicious use of translanguaging and plurilingual practices as students are engaged in L2-focused (e.g. EAP) project-based group work.

Collective Efficacy and its Relationship with Leadership in Computer-mediated Project-based Group Work

Based on Bandura’s work, the four sources of efficacy shaping were examined in regard to frequency and students’ perception of importance in a computer-mediated, project-based high school classroom. In a context of group work where there was no designated leader, groups’ collective efficacy was examined if it has any relationship with individual’s leadership traits. In addition, the relationship between the existence of group-identified leader and the groups’ collective efficacy as well as the relationship between the collective efficacy and the groups’ performance outcome were examined. The results from survey and interview showed that mastery experience was the most frequent and powerful source of efficacy shaping among the four sources. Moreover, the groups with identified leader showed higher collective efficacy than the groups without leaders, and the groups’ collective efficacy level showed positive correlation with the groups’ performance outcome.

The Development of Integrated Learning Process on the Topic of “Ngoen – Thong – Khong – Mee – Kha” with Prathom Suksa II Students at Demonstration School, Khon Kaen University, Primary Section (Modindang) by Using the Project-based Learning

This research was aimed at: 1) studying students’ learning achievement using the project-based integrated learning process on “Ngoen-thong-khong-mee-kha” or “the Value of Money” with a target of 80% of the students achieving over 70%; 2) developing a project-based group process of 41 Prathom Suksa 2 students from Demonstration School of Khon Kaen University, Primary section (Modindang) in the second semester of 2012. The variables included: 1) achievement of Grade 2 students after the project-based teaching and learning process and 2) the project-based group working process. The research tools used were: 1) integrated teaching plans constructed by the teachers for mathematics, Thai, social sciences, and art work subjects under the topic, “Ngoen-thong-khong-mee-kha” or “the value of money” and 2) the students’ behavior record form. The method applied was classroom action research (CAR) comprising 1) stimulation, 2) planning, and 3) presentation. Quantitative data was collected and computed in percentages, means, and standard deviations. Qualitative data was obtained from observation of students’ behavior in group working, their work outcomes during and after research implementation, and from observation, interviewing and evaluation of work outcomes.The findings are as follows:1)As high as 82.60% of the students achieved 70% out of the total scores, which are considered higher than the set criterion.2)The group work process involved cooperation of the students through the project-based learning. The first step was stimulation in which students consulted in group so as to form the topic of interest. Consensus agreement is very important in group work. All members had to accept the agreement since it was the beginning of group unity. Then the learning process took place and developed during project implementation. Students gradually learned to work with their friends while interactions took place. Members discussed, shared ideas and obtained others’ opinions while learning took place.

A Hands-on Project-based Mechanical Engineering Design Module Focusing on Sustainability

Design is a crucial element of engineering education. The mode of learning design techniques and knowledge is key to the relationship that students gain with this subject. In the School of Mechanical and Systems Engineering at Newcastle University modules in Design and Manufacturing are taught in the first and second year. This paper outlines the transition of the Year 2 Design and Manufacturing module from a paper-based exercise to a design–build–test project-based group exercise over a period of three years between 2007/08 and 2009/10, using an iterative process of student feedback to advise this process of module change. Through this evaluation five key elements were identified, which inform the process of the introduction of practical group working in an engineering setting – these are presented as having utility for engineering education in general. Two conclusions derived from the analysis are also outlined, together with their implications for the engineering higher education sector.

Effects of group reflection variations in project-based learning integrated in a Web 2.0 learning space

A Web 2.0 environment that is coupled with emerging multimodal interaction tools can have considerable influence on team learning outcomes. Today, technologies supporting social networking, collective intelligence, emotional interaction, and virtual communication are introducing new forms of collaboration that are profoundly impacting education. In this study, an empirical analysis was conducted on a Web 2.0 learning space designed to promote and support project-based group learning. Three different group reflection (GR) methods (i.e., self-reflection, GR, and instructor-supported reflection) were implemented for a micro community of undergraduate students completing a team project. Findings from this study suggest that promoting and supporting ‘deep learning’ through GR is essential for team project learning in a Web-based community. In addition, effective instructor intervention is a crucial component leading to better group performance. In terms of group learning evaluation rubrics, structural equation modeling revealed that the level of activeness in online contributions may not be as important as the evidence of collective reflection and critical thinking in team learning scenarios.

From Group-based Learning to Cooperative Learning: A Metacognitive Approach to Project-based Group Supervision

An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

A Project-Based Learning Approach

A framework for Online Group Collaborative Learning is illustrated in this paper. The foundation of the framework is based on Piaget’s concepts of assimilation and accommodation and Vygotsky’s theory of social interaction. This paper examines how an online project-based learning approach affected students’ cognitive skills development and motivation, and explored factors leading to successful collaborative projects. The results indicated that, in a project-based online group environment, unique characteristics exist for leadership style and individual role, goal setting and project management, accountability and commitment, peer supportive relationships, individual accomplishment and group accomplishments, and mixed gender and race group preference.

Innovation or renovation: effective project design for accounting and MBA students

It has long been recognized that accounting and finance students need multidisciplinary skills and most degree courses reflect this in the curriculum. In addition, the growth of business administration courses, with a high accounting and finance content, and the constant call for relevance and ‘real world’ application, has persuaded many academics that educational progress can be made by employing project-based group work to bring together diverse skills and disciplines. This paper endorses that view, but suggests that careful thought is required to match the aims of the project with the developing skills and experience of the student groups. It explores the role of project clients and student learning and also the level of faculty involvement necessary to fulfil learning objectives. These issues are explored within the context of a project on mergers and acquisitions, which combines strategy, economics, accounting and behavioural considerations and has been employed on full-time MBA courses at one UK university (disguised as ‘Utopia’ in the paper) for more than 20 years. Experience from the project suggests that renovation of old methods is often preferable to major innovations and that the involvement of outside clients needs to be thought through carefully. A semi-live close-bounded version of the project is shown to work better than an open-ended pure consultancy project.